The Relation Between Project-Based Learning and Speaking Skill In English Class For Senior High School Students

Abstract

Nowadays, students are taught to achieve the skills that will help them to survive in the 21st century. The important skills that students should master to face the 21st century are critical thinking, problem-solving, communication, and collaboration. One of the models that can be used to prepare the students to face it is Project-based learning. While for teaching English, this model can be used especially for productive skills such as writing and speaking. In project-based learning, students work in groups to finish the project, while in improving speaking skill, students will also learn better when they practice in a group because students will speak better when they enjoy the activity. As both Project-based learning and speaking ability are applied better in the group, that is why it is important to correlate between project-based learning and students' speaking ability. This research aims to answer the research question of whether there is the relationship between Project-based learning and Students' speaking ability. Therefore, correlational research is used. The sample used in this research is the students of the eleventh science 1 grade, that consists of 36 students. The instruments to collect the data are a questionnaire to know the grade of Project-based learning and a speaking test to know the students' speaking ability. This research shows that the Pearson correlation value between Project-based learning and speaking skill is 0,107, which means there is a very weak correlation between project-based learning and speaking skills. In addition, the result also means that there is no statistically significance value between project-based learning and speaking skills as the significance value is 0,534 which is bigger than 0,05 (0,534 > 0,05).

El uso del aprendizaje basado en proyectos en las aulas de inglés como lengua extranjera: una revisión bibliográfica

“…Strategies for managing time effectively, streamlining assessment processes, and maintaining student motivation are essential for mitigating the burdensome nature of PBL in EFL contexts and inspiring teachers to deal with these challenges for their students' learning. Students' attitudes and language proficiency are the result of the complex interplay between individual differences, instructional approaches, and the cultural context in implementing PBL in EFL classrooms (Baghoussi & El Ouchdi, 2019;Yamada, 2020;Ram, 2022;Maqbulin, 2023;Zhong, 2023). Implementing thoughtful strategies to motivate students, effectively scaffold language learning, and create inclusive and supportive learning environments conducive to PBL is vital.…”

“…At the same time, active and extroverted students may dominate, discouraging others from participating fully, and it can interfere with the effectiveness of collaborative learning environments essential for PBL. In addition, Maqbulin (2023) underscores the challenge of students' readiness for independence and reliance on teacher-led instruction. This dependence on the teacher inhibits students' ability to construct their knowledge.…”